Despite evidence promoting simulation platforms as effective modes of learning, virtual simulation is underutilised in Australian Initial Teacher Education (ITE) programs, and as such, casts doubt on the sustainability of next generation simulation platforms. As a case example, we present findings from a systematic review of the literature on the benefits and limitations of Second Life as one of the most widely adopted simulation platforms used in ITE. We reveal salient issues from the literature on Second Life in teacher education that may provide key insight into the sustainability of future simulation platforms in ITE. Grossman's (2009) Pedagogies of practice are used to frame the discussion and offer insight into the opportunities and challenges for educators facilitated by simulation platforms. We recommend broad-based research to capture the transformative pedagogical qualities of simulation platforms and call for an exploration into education policies that both hinder and help the adaptation of next generation simulation platforms within initial teacher education.

尽管有证据表明模拟平台是有效的学习模式，但虚拟模拟在澳大利亚初级教师教育 (ITE) 计划中并未得到充分利用，因此，对下一代模拟平台的可持续性产生了怀疑。作为一个案例，我们展示了对文献的系统审查结果，这些文献涉及作为 ITE 中使用最广泛的模拟平台之一的 Second Life 的优点和局限性。我们揭示了教师教育中关于第二人生的文献中的突出问题，这些问题可能为 ITE 未来模拟平台的可持续性提供关键见解。Grossman (2009)实践教学法用于构建讨论并深入了解模拟平台为教育工作者带来的机遇和挑战。我们建议进行广泛的研究，以捕捉模拟平台的变革性教学质量，并呼吁探索既阻碍又有助于在初始教师教育中适应下一代模拟平台的教育政策。